Tag Archives: education

Telling graphs about American infrastructure spending

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A number of commentators in recent years have pointed out the relatively small amount of spending on infrastructure by the American government. Here is another take on this, complete with some handy graphs. Additionally, here is some interpretation about government spending on education and technology:

Productivity-enhancing spending, according to Meeker, comes from three main sources: infrastructure, education and research and development investment. We’ve seen infrastructure spending collapse as a share of the budget since the 1960s. What about education and R&D?

In 1970, the U.S. (at the federal, state and local level) spent twice as much on education as health care. Twenty years later, health care closed the gap, and today, total government spending on health care is about 33 percent higher than education spending, which is more or less even with its 1970s levels.

Second, look at technology. R&D spending exploded in the late 1950s and 1960s on the back of government investments in aeronautics and science. Fifty years later, federal R&D has fallen below 1950s levels as a share of GDP, while the private sector has picked up the slack.

So after looking at figures like this, I want to ask what kind of strategies could be utilized to tackle the issue of infrastructure spending, particularly with budget issues looming all over the country?

Argument: improve educational performance of poor children by moving them to the suburbs

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Academic achievement is a familiar topic in recent American discourse: how exactly do we improve student performance, particularly for those who are behind? One foundation president suggest the answer is to have more poor kids move to the suburbs and attend suburban schools with wealthier children:

One of the most important recent pieces of education research was released last year — and promptly ignored. The Century Foundation’s report “Housing Policy is School Policy” confirms the seminal 1966 finding of Johns Hopkins University sociologist James Coleman: The school-based variable that most profoundly affects student performance is the socioeconomic composition of the school. In short, poor children do better if they attend schools with affluent children.

The “new” news in the report? It highlights the critical out-of-school influence of where the low-income children reside. Poor children attending an affluent school do even better, it turns out, if they also live in an affluent neighborhood.

There is more interesting material in here, including reference to the Gautreaux program in Chicago (see some of the academic research generated in studying this program) that was one of the first programs that moved public housing families to suburban neighborhoods. (However, there is no mention of over similar and bigger programs, like HUD’s Moving To Opportunity.)

As the article suggests, this is a difficult solution to implement. The suburbs tend to have more expensive housing, suburban residents can be resistant to minorities and the lower classes, support networks can be lacking, and transportation by automobile is often required (and is costly). Additionally, it is very hard to create laws that would force movement or impel suburban communities to build affordable housing.

More broadly, this piece is a reminder of the price of segregated housing in America. We have an ethos that says people can move wherever they want (particularly if they have the money) but there are a variety of factors that inhibit this. As American Apartheid suggests, residential segregation “is the ‘linchpin’ of American race relations.”

Americans blame parents for bad education

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A perpetual question in our country is who to blame for poor educational results. A recent poll shows a large number of Americans blame parents:

An Associated Press-Stanford University Poll on education found that 68 percent of adults believe parents deserve heavy blame for what’s wrong with the U.S. education system — more than teachers, school administrators, the government or teachers unions.

Only 35 percent of those surveyed agreed that teachers deserve a great deal or a lot of the blame. Moms were more likely than dads — 72 percent versus 61 percent — to say parents are at fault. Conservatives were more likely than moderates or liberals to blame parents.

Those who said parents are to blame were more likely to cite a lack of student discipline and low expectations for students as serious problems in schools. They were also more likely to see fighting and low test scores as big problems.

Figuring out how to improve education is always a difficult issue to address. I’ve always thought the discussion is compounded by the fact that people feel more control or duty to check on how their property taxes are being used for education. People gripe about paying money to the federal government or the state but when it comes to the more local level and education, everyone has an opinion (and often a solution).

As the story goes on to day, it is not all about blaming: “55 percent believe their children are getting a better education than they did, and three-quarters rate the quality of education at their child’s school as excellent or good.”

A final thought: the next question on the survey should have been: if you are a parent of a child in school, do you blame yourself for your child’s performance? Or do the people who blame parents really blame other parents?

Thinking about religion, education, and marriage

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A recent Pew study on marriage has been getting a lot of attention, particularly for the finding that an increased number of Americans think marriage is obsolete. Another study, this from the National Marriage Project, provides some more interesting findings about marriage: “Marriage is an emerging dividing line between America’s moderately educated middle and those with college degrees.”

Ross Douthat explains some of the implications of this study:

This decline is depressing, but it isn’t surprising. We’ve known for a while that America has a marriage gap: college graduates divorce infrequently and bear few children out of wedlock, while in the rest of the country unwed parenthood and family breakdown are becoming a new normal. This gap has been one of the paradoxes of the culture war: highly educated Americans live like Ozzie and Harriet despite being cultural liberals, while middle America hews to traditional values but has trouble living up to them.

But the Marriage Project’s data suggest that this paradox is fading. It’s no longer clear that middle America does hold more conservative views on marriage and family, or that educated Americans are still more likely to be secular and socially liberal…

There has been a similar change in religious practice. In the 1970s, college- educated Americans were slightly less likely to attend church than high school graduates. Today, piety increasingly correlates with education: college graduates are America’s most faithful churchgoers, while religious observance has dropped precipitously among the less-educated.

In part, these shifts may be a testament to the upward mobility of religious believers…

This means that a culture war that’s often seen as a clash between liberal elites and a conservative middle America looks more and more like a conflict within the educated class — pitting Wheaton and Baylor against Brown and Bard, Redeemer Presbyterian Church against the 92nd Street Y, C. S. Lewis devotees against the Philip Pullman fan club.

But as religious conservatives have climbed the educational ladder, American churches seem to be having trouble reaching the people left behind. This is bad news for both Christianity and the country.

This is interesting: marriage, and those who both defend it and practice it, may be within the purview of the educated but not others. Does this suggest marriage has become something of a luxury, something that those with education (and presumably more money) can afford but those without this capital don’t see as a necessity? And when and why exactly did this shift take place?

I would be curious to know what sociologists think is the link between these findings and what goes on in college. Is marriage simply part of the typical life aspiration for someone who goes to college where it isn’t for people who don’t get a college degree? Is there something that happens in college or during that time period or having a college degree that pushes people toward marriage? How exactly is having the college degree linked to this action?

And in the final part of what I cited, Douthat makes a point about the role of churches: how exactly can or should they promote marriage, particularly to the parts of the US population that aren’t as open to it? Do churches promote marriage by promoting families (activities and education for the kids, etc.) or is there more that should be done? Have more churches in recent years shifted their attention away from the working-class to the more educated?

The story behind those who write papers purchased online

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Cheating is common in schools and the opportunities to purchase papers online seems to be on the rise. The Chronicle of Higher Education features a testimonial from a “shadow scholar” who tells his story of writing dozens of papers and theses:

You’ve never heard of me, but there’s a good chance that you’ve read some of my work. I’m a hired gun, a doctor of everything, an academic mercenary. My customers are your students. I promise you that. Somebody in your classroom uses a service that you can’t detect, that you can’t defend against, that you may not even know exists.

I work at an online company that generates tens of thousands of dollars a month by creating original essays based on specific instructions provided by cheating students. I’ve worked there full time since 2004. On any day of the academic year, I am working on upward of 20 assignments.

In the midst of this great recession, business is booming…

Of course, I know you are aware that cheating occurs. But you have no idea how deeply this kind of cheating penetrates the academic system, much less how to stop it. Last summer The New York Times reported that 61 percent of undergraduates have admitted to some form of cheating on assignments and exams. Yet there is little discussion about custom papers and how they differ from more-detectable forms of plagiarism, or about why students cheat in the first place.

Sounds like we need some more research and figures about how often this particular type of cheating occurs.

There are some interesting thoughts in the comments about who is responsible for all of this and what professors can do about it. The “shadow scholar” suggests that certain segments of the college population are let down by the system and faculty must be burying their heads in the sand when a student can’t express themselves coherently in class and then comes up with an excellent paper. Some of the solutions presented in the comments: get to know your student’s writing very well so you can spot the gaps between their in-class writing and their suddenly strong papers; have students go through a number of drafts that theoretically makes it more difficult to purchase a paper (though “shadow scholar” gives some examples of writing and then revising papers); emphasize writing in schools so students aren’t put in this position where they can’t write.

Why veterinary medicine is a female dominated field

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Sociologists have long been interested in why certain career fields are dominated by men or women. A recent article in Social Forces examines why veterinary medicine is dominated by women:

More women than men are applying for veterinary school—making up as much as 80 percent of applicants at some schools. That’s not because men are avoiding perceived lower wages in veterinary medicine, says one researcher. It’s because male applicants are avoiding fields filled with women.

That’s the conclusion of Anne Lincoln, an assistant sociology professor at Southern Methodist University, whose study of the changing face of veterinary medicine is the first to look at gender in college applications from 1975 to 1995. Lincoln used decades of surveys and application information shared by the American Association of Veterinary Medical Colleges in her recently published study, “The Shifting Supply of Men and Women to Occupations: Feminization in Veterinary Education,” in the journal Social Forces.

In addition to men’s “preemptive flight” from female-dominated colleges, Lincoln also attributes veterinary medicine’s gender shift to women’s higher graduation rates from college as well as the landmark 1972 federal amendment that prohibited discrimination by gender in college applications. Women have been enrolling in college in greater numbers since 1972, according to Lincoln.

I would like to hear more about this argument and the idea of “preemptive flight”: so men who are interested in veterinary medicine go to class or the department, see it is dominated by women, and then choose another field. How did this happen in the first place in this particular field – was there an important tipping point? What fields do the men who wanted to go into this field then go into because of the surplus of women in veterinary medicine?

It is also interesting that Lincoln suggests the trends in this field are likely to occur several decades down the road in the fields of law and medicine. If this idea of “preemptive flight” is pervasive in any field dominated by women, what happens when there are fewer and fewer careers where men can flee to?

Two economists explain why college has come to cost so much

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Two economists first summarize some of the arguments for why a college education has become so expensive and then provide their own overview based on “the technological forces that have reshaped the entire American economy”: rising costs relative to the price of goods associated with the time necessary to build relationships between faculty and students, a highly educated workforce, and the necessity for schools to purchase expensive technology devices to keep up with particular fields of research.

Taking this sort of view suggests that it won’t be easy to reduce costs of education since the issues present in colleges and universities are issues the entire economy faces.

h/t Instapundit

Schools don’t just teach academic skills; they also teach social and emotional skills

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The Chicago Tribune reports on widespread programs in schools to teach social and emotional skills to students. The state of Illinois is leading the way:

In 2004, Illinois became the first state in the nation to require all school districts to teach social and emotional skills as part of their curriculum and daily school life. That means students are expected to meet certain benchmarks, such as recognizing and managing feelings, building empathy and making responsible decisions.

The touchy-feely stuff doesn’t have to come at the expense of intellect. New evidence shows a strong link between interpersonal skills and academics, said Roger Weissberg, a professor of psychology at the University of Illinois, Chicago, who has studied social and emotional learning for more than 25 years.

Weissberg and his colleagues recently completed an analysis of 300 scientific studies and reached two important conclusions: Students enrolled in such programs scored at least 10 percentage points higher on achievement tests than peers who weren’t. At the same time, discipline problems were cut in half.

The article also suggests teaching social and emotional skills is tied to seeing students more as whole persons. This is all part of the broad program of socialization in schools. While academic skills are an important emphasis, so are emotional/social skills as well as other topics such as learning how to be a good citizen or acquiring skills needed for jobs.

Paying attention to Presidential reading lists

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Americans are apparently interested in what the President reads.

A question: who exactly is interested? On the whole, many Americans read very little and these numbers grow among the younger generation. Tevi Troy argues, “We as Americans seem to like the notion that our presidents are reading more than just their daily briefing books — especially since, we assume, their busy schedules make it hard to find reading time.” So we expect more reading from our President than what many Americans are willing to do themselves?

Another question (perhaps too cynical): how much is the Presidential “reading list” just an opportunity to help shape an image?

Teachers losing jobs over Facebook; some examples

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The Atlanta Journal-Constitution has some examples of teachers losing their jobs because of certain Facebook posts.

Some of the examples are quite egregious and I find it hard to believe some of them had no qualms about posting them in the first place. While a few of the teachers suggest that information was intended to be kept private and available only to friends, it pays off to be safe and just not post messages like these at all.